UNIT

1Ch. 1 1 2 3 Ch. 2 4 5 6 7 8

Big Questions

What strategies and processes can I use tobecome a more effective problem solver?

Unit 1 - Problem SolvingThe Problem Solving unit is a highly interactive and collaborative introduction to the field of computer science, as framedwithin the broader pursuit of solving problems. Through a series of puzzles, challenges, and real world scenarios, studentsare introduced to a problem solving process that they will return to repeatedly throughout the course. Students then learnhow computers input, output, store, and process information to help humans solve problems. The unit concludes withstudents designing an application that helps solve a problem of their choosing.

Chapter 1: The Problem Solving Process

Week 1

Lesson 1: Intro to Problem SolvingUnplugged

The class works in groups to design aluminum foil boats that will support as many pennies aspossible. At the end of the lesson groups reflect on their experiences with the activity andmake connections to the types of problem solving they will be doing for the rest of the course.

Lesson 2: The Problem Solving ProcessUnplugged

This lesson introduces the formal problem solving process that the class will use over thecourse of the year, Define - Prepare - Try - Reflect. The class relates these steps to thealuminum boats problem from the previous lesson, then a problem they are good at solving,then a problem they want to improve at solving. At the end of the lesson the class collects alist of generally useful strategies for each step of the process to put on posters that will beused throughout the unit and year.

Lesson 3: Exploring Problem SolvingUnplugged

In this lesson the class applies the problem solving process to three different problems: aword search, a seating arrangement for a birthday party, and planning a trip. The problemsgrow increasingly complex and poorly defined to highlight how the problem solving process isparticularly helpful when tackling these types of problems.

Chapter Commentary

Big Questions

How do computers help people to solve problems?How do people and computers approach problemsdifferently?What does a computer need from people in order tosolve problems effectively?

This chapter guides students to develop and adopt a more formal structured problem solving process by reflecting onproblems they have problems they have encountered, both in the classroom and everyday life. By working through adiverse set of problems, such as logic puzzles, engineering challenges, and planning a trip, students learn to identifydifferent classes of problems, decompose large problems, and develop their personal problem solving skills.

Chapter 2: Computers and ProblemSolving

Week 2

Lesson 4: What is a Computer?Unplugged

In this lesson the class develops a preliminary definition of a computer. After brainstorming thepossible definitions for a computer, the class works in groups to sort pictures into “is acomputer” or “is not a computer” on poster paper and explain their motivations for choosingsome of the most difficult categorizations. The teacher then introduces a definition of thecomputer and allows groups to revise their posters according to the new definition.

Lesson 5: Input and OutputIn this class students consider a number of computing devices to determine what types ofinputs and outputs they use. Groups are assigned to a computing device and based on ateacher-provided definition of input and output, list the inputs and outputs of their device. Toconclude the lesson the class examines common activities they do on a computing device andselect the inputs and outputs used for that activity from the chart.

Lesson 6: ProcessingUnplugged

This lesson dives deeper into the concept of processing that was introduced as part of thedefinition of a computer. Pairs work together to put a deck of cards in order, a form ofprocessing information. In the end, the class discusses what processing means within thecontext of solving information problems.

Week 3

Lesson 7: Apps and StorageUnplugged

This lesson covers the input and output aspects of computers in a context that is relevant andfamiliar to students: apps. The class evaluates various web applications to analyze thespecific problems that they were designed to solve, the inputs that they need to work, and theoutputs they provide to users. The class concludes with observations of these apps as well asa teacher led discussion about the impact of apps on society.

Lesson 8: Project - Propose an AppUnplugged | Project

To conclude the study of the problem solving process and the input/output/store/processmodel of a computer, the class proposes apps designed to solve real world problems. Thisproject is completed across multiple days and culminates in a poster presentation highlightingthe features of each app. The project is designed to be completed in pairs though it can becompleted individually.

Chapter CommentaryIn the second half of the unit, students move on to thinking about computers as machines that solve information problems.Students begin by building a common definition for a computer that focuses on functionality instead of specific hardware.They then explore the ways that computers approach problems. For their final project, students propose an app that couldbe used to solve a problem of their choosing.

If you are interested in licensing Code.org materials for commercial purposes, contact us.

UNIT

1Ch. 1 1 2 3 Ch. 2 4 5 6 7 8

Lesson 1: Intro to Problem SolvingUnplugged

OverviewIn this lesson, students work in groups to design aluminum foil boatsthat will support as many pennies as possible. Groups have tworounds to work on their boats, with the goal of trying to hold morepennies than they did in round 1. The structure of the activityforeshadows different steps of the problem solving process thatstudents will be introduced to in more detail in the following lesson. Atthe end of the lesson students reflect on their experiences with theactivity and make connections to the types of problem solving they willbe doing for the rest of the course.

PurposeThis lesson is a fun introduction to the open-ended, collaborative, andcreative problem solving students will be using over the rest of thisunit and course. The aluminum boats problem could easily besubstituted out for any number of other problems that require studentsto define their goals, devise a plan, try a solution, evaluate theirresults, and then iteratively improve from there. The fact that theproblem chosen is "non-computational" is intentional. Computerscience is fundamentally a problem-solving discipline and stayingaway from traditional computer science problems at this points helpsto frame this class as one about problem-solving more generally withcomputer science being a new "tool" to help attack certain types ofproblems.

Assessment Opportunities1. Communicate and collaborate with classmates in order to

solve a problem

In the wrap up discussion question about collaboration, check foradvantages to collaboration in problem solving and can listappropriate strategies for overcoming challenges. This practice willbe reinforced throughout the unit and course.

2. Iteratively improve a solution to a problem

In the Activity Guide, check for strengths and weaknesses instudents' original design and connection to appropriate changes forthe next iteration of the project.

3. Identify different strategies used to solve a problem

In the Activity Guide, check for strategies for overcoming thechallenges in the activity. You also may want to check the"strengths" of their designs that students list as part of developing

View on Code Studio

ObjectivesStudents will be able to:

Communicate and collaborate withclassmates in order to solve a problemIteratively improve a solution to a problemIdentify different strategies used to solve aproblem

PreparationFor each group

2 sheets of aluminum foil, 5x5 inches inlength each

1 container that can hold 3-5 inches ofwater

Several paper towels or rags that can beplaced under the container

15 penniesOne copy of the activity guide

For the teacher

1 container that can hold 3-5 inches ofwater

50 penniesExtra paper towels or rags

LinksHeads Up! Please make a copy of anydocuments you plan to share with students.

For the Teacher

Aluminum Boats - ExemplarCode.org How-to Video Playlist

For the Students

Aluminum Boats - Activity Guide

Make a Copy

their plan on the second page of the guide.

AgendaTech Setup

Before classAt the beginning of class

CSD Pre-Course Survey

Important! Have your students take the CSD Pre-Course Survey!

Warm Up (10 min)

Set the Stage

Activity (30 min)

Building an Aluminum BoatIterative Improvement

Wrap Up (10 mins)

Discuss the Challenge

Teaching GuideTech Setup

Throughout the year, in order for you to be able to see student work, and for students to be able to access online tools andresources, all students need to be in the same section on Code Studio. To see assessments and answer keys thatCode.org provides, you also need to be a "verified teacher".

Before classEnsure you are registered on Code Studio as a "verified" teacher account

Anyone can create a teacher account on Code Studio, which means that we need an extra layer of authorization to allowCS Discoveries teachers to see assessments, answer keys, and any other collateral that students should not be able totrivially get access to. If you attended a Code.org TeacherCon during the summer, you should already have this access.

To check whether you have access:

1. Navigate to the Unit 1 course overview page2. Do you see the CS Discoveries Pre-course Survey as the first "stage" of the course?3. If not, please fill out this form. Note that it can take a day or so to become a verified teacher account, so please do this

step early!

If you are not a verified teacher account, you can still create a section for your class, but you will not be able to administerthe pre-course survey on the first day.

Create a class section on Code Studio.

To create a section:

1. Navigate to the Teacher Home Page2. Click 'New section' under 'Classroom Sections'3. Choose 'Email Logins'4. In the space provided, give your section a name (e.g. CSD Period 1), the grade of your students, Course: 'Computer

Science Discoveries', Current Unit: 'Unit 1: Problem Solving', and click 'Save'5. Once the section is created, click the name of the section6. On the new page, you will see a unique Join URL that you will distribute to your students in class.

For a video walkthrough of these steps and more on navigating your Code.org account, go to the Code.org How-toVideo Playlist

At the beginning of class1. Have students create a Code Studio account at https://studio.code.org if they don't already have one2. Share the section Join URL with students and tell them to navigate to it to join your section

You can confirm that a student successfully joined your section by having the section progress page on the TeacherHome Page open and hitting refresh as students join. Students should see a small green bar at the top of their pagethat says 'You've successfully joined ...'

3. From studio.code.org have students locate the Computer Science Discoveries tile and click 'View course', then go toUnit 1.

Once students are looking at the Unit 1 overview page, they will be ready to take the CSD Pre-Course survey

CSD Pre-Course Survey

Important! Have your students take the CSD Pre-Course Survey!

Teaching Tip

Feel free to use any icebreaker activity or otherintroduction you like here. The goal is to move quickly tothe main activity after which you'll have more opportunityto reflect about problem solving in the context of today'sactivity.

Why do the pre-coursesurvey?

A major goal of CS Discoveries is to broadenparticipation in computer science.It is crucial therefore to have insight into students'attitudes and beliefs about computer science beforethe course so that we can measure the amount ofchange that occurred after the course is over.

Please note that this survey is anonymous forstudentsCompleting it also helps us understand importantimprovements we can make to the curriculum toimprove the teacher and student experience.

Please help by having your students contribute tothis vital dataset. Their voices make thedifference!

Teaching Tip

Getting Copies of GoogleDocs: Activity Guides in thiscurriculum are available asGoogle Docs, Word Docs, andPDFs. If you'd like to edit ormake your own copy of a GoogleDoc you may without requestingaccess. Simply log in with aGoogle account, click "File" and "Make a copy" from themenu. You may then share your own copy with yourstudents.

Students can find a link to the survey in Code Studio as the first item on the Unit 1 overview page. To ensure that studentsonly take the survey at the appropriate time, it is "locked" and unviewable by them until you "unlock" the survey. The Howto Administer a Locked Assessment document provides details on how to do that when you are ready. Note that theinstructions for administering an assessment and asurvey are the same.

How much time does it take?

The survey does take some time - it is roughly 30questions. You might consider administering it on anadmin day at school, or as an early homework.

Because it is a pre-course survey it is important thatstudents take it as early in the course as possible, beforethey have had much (or any) exposure to the class sothat we may accurately gauge changes in attitudes andbeliefs caused by the course.

Thank you!

-- The Code.org Team

Warm Up (10 min)

Set the Stage Remarks

Hello everyone, welcome to Computer ScienceDiscoveries! You may have a lot of questions aboutwhat we're going to do or learn this year. All I'll say fornow is that we're going to be having a lot of fun learninghow we can use computer science to help us buildthings, express ourselves, and solve problems. In fact,solving problems with or without computers is going tobe one of the primary focuses of this class. But enoughof me talking, let's get to today's activity.

Group: Put students in groups of 2 or 3.

Distribute: One copy of the activity guide to each group.As a class, read through the Goal and Rules sections ofthe activity guide and answer questions.

Activity (30 min)

Building an Aluminum BoatPrompt: Today we're going to be building aluminumboats. You'll have an opportunity to build at least twoboats and use your experience with each one to improve your designs. Before we get started, decide as a group what kindof design you'd like to make with your first boat. Record your ideas and any possible weaknesses of this design on youractivity guide.

Support: Give students a couple minutes to discuss in groups the approach they will be taking with this first boat. Oncegroups have recorded their ideas and some possible weaknesses they can come to you to get their aluminum foil and beginbuilding their boats.

Teaching Tip

This activity can get your room wet! Ideally, each groupshould have its own bucket/container with water to conductits own tests. If needed, you can have several groupsshare one container, but be mindful to set guidelines forsharing that container. Place towel/rag under eachcontainer. You may also want to consider to have thisactivity in the hallway or some other space if your room isvery restrictive.

Teaching Tip

Hold onto the foil until students submit a plan for theirboat. The goal isn't to slow them down too much, but justgive them a moment to reflect briefly on the possibleapproaches they could take. This is one way this activityforeshadows the Planning step of the problem solvingprocess students will see in subsequent lessons.

Teaching Tip

While some students will view this portion as acompetition, emphasize that each group is looking toimprove its own design, not competing against others. Youare appealing for each student to challenge themselvesfirst, not others.

DiscussionGoal

This should be a fairly open-ended discussion of thedifferent components of the activity. Feel free to ask followup questions if you like but the main goal is just to kick offthe later conversation.

Once groups are ready, have them test their boats bydropping individual pennies into the boat. Remind them ofthe rules, specifically that they can't touch or adjust theboats once they're in the water. Have them record thetotal number of pennies held on their activity guides.

Iterative Improvement Remarks

This first attempt at building our boats was just to getfamiliar with the challenge. We're all going to build asecond boat and see if we can improve the number ofpennies our boats held. Before we get started though,let's see what we can learn from this trial run.

Share: Have students share the results of their first runwith neighboring groups. Ask groups to focus particularlyon what the eventual failure of their boat was (e.g. itwasn't deep enough, it was unstable, etc.) andbrainstorm ways to get around those problems.

Prompt: Now that you've had a chance to learn from thefirst round of boatmaking, let's run the same activityagain. First, your group will develop a new plan. Just asbefore, record it on your activity guide, and once you'reready I'll come around and give you a new piece of foil.

Support: As you circulate from group to group, askquestions about the group’s focus in redesign. EX: “Whataspect of your boat needed the most improvement?”“What ideas from other groups did you want to incorporate to yours?” “Did you feel the need to completely restructure yourboat, or make minor modifications?”

Once groups have prepared their new plans give them a new piece of foil and have them each build a new boat.

Groups can test their designs just as before and record the results on their activity guides.

Transition: Ask class to return to their own seats to reflect on the activity.

Wrap Up (10 mins)

Discuss the ChallengeAllow students to discuss one or more of the followingquestions. Consider giving students time to reflectindividually in a journal or an exit ticket before havingthem share their thoughts with each other.

Prompt: What was your favorite part of this activity?What was most challenging?

Discuss: Allow students time to share thoughts in smallgroups before sharing out ideas as a class.

Prompt: You worked in groups for this activity. How did working in a group make this activity easier, how did it make theactivity more challenging? What helped your group overcome these challenges?

Discuss: Allow students time to share thoughts with the class.

Assessment Opportunity

Students may recognize that collaboration allowed them tothink through their ideas more thouroughly or that theywere able to split up the work that they needed to do. Asstudents list challenges, ensure that they are coming upwith ways to overcome those challenges. If you havenoticed any issues in group dynamics during the activity,you may want to use this time to bring up these aspotential problems in a non-confrontational way and helpstudents to generate strategies for working together moreeffectively in future activities. These can serve asclassroom norms for group work moving forward.

DiscussionGoal

The second question will give you a chance to hear someof the thoughts and beliefs students have about computerscience. Students may suggest things like, teamwork,sharing ideas, making improvements, etc. Again, the goalis not to agree or disagree, but to foster an environment toshare those thoughts. It is appropriate to ask follow upquestions that are not threatening, such as, “explain thatthought to me more”.

Content Corner

Although there are no right or wrong answers for thisdiscussion, for our purposes, the main point is thatstudents solved a problem. They had to define theproblem, plan a solution, try a solution, and evaluate it.These concepts will become more apparent as the chapterunfolds.

Prompt: Since you are in a computer science class, youalso may be wondering, “What in the world did that haveto do with computer science?” Find another partner andtalk about what you think this activity has to do withcomputer science.

Discuss: Allow students an opportunity to share theirresponses with the class.

Remarks

All of your thoughts around these questions were great.You may be used to thinking about computer scienceas being all about computers. I'm here to tell you thatfirst and foremost computer science is about solvingproblems, and that's what we were doing today. A lot ofother parts of this activity like improving designs,working in groups, and building things is also going tobe a big part of this class. I hope you're excited for theyear. Tomorrow we'll start digging deeper into problemsolving itself.

Standards AlignmentCSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming

If you are interested in licensing Code.org materials for commercial purposes, contact us.

UNIT

1Ch. 1 1 2 3 Ch. 2 4 5 6 7 8

Lesson 2: The Problem Solving ProcessUnplugged

OverviewThis lesson introduces the formal problem solving process thatstudents will use over the course of the year, Define - Prepare - Try -Reflect. The lesson begins by asking students to brainstorm all thedifferent types of problems that they encounter in everyday life.Students are then shown the four steps of the problem solvingprocess and work together to relate these abstract steps to theiractual experiences solving problems. First students relate these stepsto the aluminum boats problem from the previous lesson, then aproblem they are good at solving, then a problem they want toimprove at solving. At the end of the lesson the class collects a list ofgenerally useful strategies for each step of the process to put onposters that will be used throughout the unit and year.

PurposeThis lesson aims to anchor the formal problem solving processstudents will use throughout the course in some real-life experiencesthey already have solving problems. Future units in CS Discoverieswill present problems in contexts that may or may not be familiar. Astructured problem solving process will be an important tool forhelping students move forward in the face of novel and complexchallenges.

Assessment Opportunities1. Given a problem, identify individual actions that would fall

within each step of the problem solving process

On page 2 of the activity guide, check that students have writtendown reasonable actions for each of the four steps in the problemthey are trying to solve.

2. Identify useful strategies within each step of the problemsolving process

In the wrap up, check that the groups are coming up with effectivestrategies for each step of the process. You may also want tocollect the strategies that each group wrote down as an exit ticket.

AgendaWarm Up (5 min)

Problems Brainstorm

Activity (30 min)

Introduce the Problem Solving Process

View on Code Studio

ObjectivesStudents will be able to:

Given a problem, identify individual actionsthat would fall within each step of the problemsolving processIdentify useful strategies within each step ofthe problem solving process

PreparationFor each student

Print a copy of Activity Guide

For the class

Poster paperMarkers/colored pencils

LinksHeads Up! Please make a copy of anydocuments you plan to share with students.

For the Teacher

Problem Solving Process - ExemplarProblem Solving Process - Graphic

For the Students

Problem Solving Process - Video(download)The Problem Solving Process - ActivityGuide Make a Copy

The Problem Solving Process in Context

Wrap Up (15 min)

Create Posters of the Steps

Extended Learning

Article Discussion

DiscussionGoal

Goal: This conversation aims to demonstrate thatproblems and problem solving are a part of everyday life.Use this brainstorm to list as many different kinds ofproblems on the board as you can. This will be usefulwhen you later ask students to select one type of problemthat you believe they're particularly good at solving.

View on Code Studio

Teaching Tip

Make Categories: You may want to group problems intolarger categories during this conversation and invitestudents to help you do so. For example, if twosuggestions are "finding my keys" and "finding myhomework" suggest a larger category of "finding lostthings".

Real World Problems: Try to guide students away fromtoo many homework or subject-area type problems (e.g.math problems, word problems, science problems, etc.) bysaying you're more interested in real-life problems likesolving disagreements, making big decisions, fixing orfinding things, getting from one place to another, etc.

Teaching GuideWarm Up (5 min)

Problems BrainstormPrompt: We use the term "problem" to refer to lots ofdifferent situations. I could say I have a problem forhomework, a problem with my brother, and a problemwith my car, and all three mean very different things. On asheet of paper I want you to brainstorm as many differentkinds of problems as you can and be ready to share withthe class.

Discuss: Students should silently record their ideas inwriting for a couple minutes. Afterwards invite them toshare what they wrote with a neighbor and then finallybring the whole class together to develop a classwide list.Record all the different kinds of problems students thinkof on the board or somewhere else that they'll be clearlyvisible.

Remarks

Clearly we encounter problems in lots of different areasof our lives. Depending on the context, this word canhave many different meanings. For now let's just saythat a problem is a situation that could be fixed orimproved.

Activity (30 min)

Introduce the Problem Solving Process Remarks

We solve problems all the time, but we don't often think about how we're solving problems. Having a strategy or processto approach lots of different kinds of problems can make you a more thoughtful, creative, and successful problem solver.

Distribute: Hand out copies of the activity guides.

The Problem Solving Process in ContextVideo: Watch the Problem Solving Process Video on Code Studio

Code Studio levelsVideo: Problem Solving Process Teacher OverviewStudent Overview

Discussion Goals

View on Code Studio

DiscussionGoal

Goal: For this first conversation in particular you'remaking sure students understand the meaning of the fourdifferent steps. While some steps might sometimes becategorized in two ways, use this chance to talk aboutthat ambiguity. Your goal is to use the shared context ofthe aluminum boats problem to understand this process.Here's a possible set of steps students may come upwith.

Define: Understanding the problem when it wasassigned, examining available resources, findingproblems with their original design before deciding how tofix them, looking at problems with other groups' boats

Prepare: Discussing with team members how toproceed, brainstorming approaches, anticipating possibleflaws.

Try: Actually building the boats, running the test

Reflect: Examining the results of their test, comparingtheir results to their predictions, discussing with groupmembers the reasons the boat sunk eventually.

DiscussionGoal

Goal: All three of these discussions aim to reinforce themeaning of the 4 steps in the problem solving process. Inthis discussion you might lean more heavily on otherstudents to ensure that the strategies and steps beingoffered by students seem to fit the definitions of the 4steps provided on the activity guide.

The first discussion question is part of the core activity in the rest of the lesson. Students should take time working int heirgroups to think of specific things that they did that follow each step of the process. The goal of this discussion is to makethe abstract steps more concrete and accessible to students by relating them to a shared activity.

The second question gives students a chance to expand their understanding of the process to a different problem, seeinghow the different steps my look in different domains. The goal of this discussion is to makes sure students have a generalenough understanding of the process that they can apply it to a wider variety of problems, since the process will be usedthroughout the course in various domains.

Questions to consider

How did you follow the problem solving process in the last lesson?How could you use this process on a problem in your everyday life?

Step 1: Introduce and as a class review the descriptionsof the four steps in the process by reading them aloud.Answer or discuss any questions students have aboutthe process but otherwise move on to completing thefirst section of the activity guide.

Step 2: Have students complete the first section of theactivity guide by filling in the steps of the previous day'sactivity they think fall within each step of the problemsolving process.

Discuss: Once students have completed the firstsection of the activity guide ask them to share withneighbors and then with the class as a whole.

Step 3: Ask students to select one type of problem thatthey think they're really good at solving. Use the list ofproblems already on the board to help students think oftheir type of problem. Again give them a couple ofminutes to quietly record the steps of their processbefore sharing with a neighbor.

Discuss: Have students share what they wrote with aneighbor and then once again lead a discussion of theconversations they had. Ask students to talk about theindividual steps they're using to solve their chosenproblem but also point out instances where the sametypes of strategies are appearing multiple times.

Step 4: Place students in pairs and ask them tocomplete the final section of the activity guide. They willneed to choose a type of problem that both members ofthe group want to get better at solving and then write thesteps they would use within the problem solving process to solve that problem.

Discuss: Lead one final share out in which students present how they would use the problem solving process toapproach a less familiar problem.

Wrap Up (15 min)

Create Posters of the Steps

Assessment Opportunity

Check that the groups are coming up with effectivestrategies for each step of the process. You may also wantto collect the strategies that each group wrote down as anexit ticket.

Set-up: At the front of the room place four large posters with the names of one of the steps of the problem solving processwritten on each.

Prompt: At your tables review all the work you did today looking at the problem solving process in a number of contextsand pick the two most important strategies for each step in the process. These should be strategies that you think can helpin lots of different types of problems when you're working on that step.

Circulate: Walk around the room and check that groupsare making progress on picking their strategies. Remindthem that these are supposed to be generally useful andnot specific to a single type of problem. Once all groupsare ready bring the class back together

Share: Go through each step of the problem solvingprocess and ask groups to share their strategies. At thefront of the room record the strategies on the appropriate poster. Once all posters have been completed place themsomewhere visible in the room.

Remarks

I began by saying a formal problem solving process could help us solve all kinds of problems. Today we began tounderstand what this process looks like in a variety of real life situations. Tomorrow we're going to start putting thisprocess into action to see how it actually works.

Extended Learning

Article DiscussionRead through the article, You Are Solving the Wrong Problem

1. What was interesting about this article?2. What current events do you think we need to look at through this problem solving process? Why?

Standards AlignmentCSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming

If you are interested in licensing Code.org materials for commercial purposes, contact us.

UNIT

1Ch. 1 1 2 3 Ch. 2 4 5 6 7 8

Lesson 3: Exploring Problem SolvingUnplugged

OverviewIn this lesson students apply the problem solving process to threedifferent problems in order to better understand the value of eachstep. They will solve a word search, arrange seating for a birthdayparty, and plan a trip. The problems grow increasingly complex andpoorly defined to highlight how the problem solving process isparticularly helpful when tackling these types of problems. The lessonconcludes with students reflecting on their experience with theproblem solving process. They will justify the inclusion of each stepand will brainstorm questions or strategies that can help them betterdefine open-ended problems, as this is often the most critical step.

This lesson will likely take two class periods or more to complete. Thefirst two problems may fit into a single class period but the third willneed to be moved to a second day.

PurposeThis lesson provides students with more practice with the problemsolving process in a variety of contexts. It highlights the fact that theproblem solving process is particularly helpful when approachingpoorly defined problems. The final brainstorm of the lesson providesstudents with some strategies and questions they can ask to betterdefine problems for themselves, since this is often the most criticalstep. The problems seen in this lesson also help to drive a discussionin the following lesson about the types of problems that computers arewell-suited to solve.

Assessment Opportunities1. Apply the problem solving process to approach a variety

of problems

On page 5 of the Activity Guide, check the chart to make sure thatstudents are putting in reasonable steps for each of the problems.

2. Assess how well-defined a problem is and use strategiesto define the problem more precisely

For the last question on page 5 of the Activity Guide, make surethat students have at least one question or strategy that would bean effective way to better define a problem.

AgendaWarm Up (5 min)

Setting the Stage

View on Code Studio

ObjectivesStudents will be able to:

Apply the problem solving process toapproach a variety of problemsAssess how well-defined a problem is anduse strategies to define the problem moreprecisely

PreparationPrint the activity guide for each studentSpend a few minutes exploring Google

Maps - WebsiteScratch paper for the Birthday Party

problemPoster to record strategies for defining

problems in wrap up discussion

LinksHeads Up! Please make a copy of anydocuments you plan to share with students.

For the Teacher

Solving Problems - ExemplarGoogle Maps - Website

For the Students

Solving Problems - Activity Guide

Make a Copy

Activity (75 min)

Solving Problems

Wrap Up (20 min)

Understanding the Problem Solving Process

Teaching Tip

Jump Right In: This lesson involves 3 separateproblems and will almost certainly span at least 2 classperiods. Since the point here is primarily to give students achance to use the problem solving process, just jump rightin and save the reflection and discussion for the end of theclass.

Teaching Tip

Integrating the Problem Solving Process: This wordsearch can actually take several minutes, especially ifstudents are approaching without some kind of strategy.Remind them that one step is to Prepare before they justjump in and start hunting.

Make It a Race: Making this problem a race is a goodway to drive motivation and also ensure that groups don'tshare the locations of words once they've found them.

Key: A key showing possible solutions can be foundonline following the link provided above.

Teaching GuideWarm Up (5 min)

Setting the Stage Remarks

Yesterday we talked about many different types of reallife problems and learned the four steps of the problemsolving process. With such a wide variety of problemsand strategies, it's important to be able to think criticallyabout how best to use the problem solving process.Today we're going to look at a wide variety of problems,talk about what makes them different, and reflect onhow the problem solving process helped us solve them.

Group: For all three activities students should be working together in groups, even if they record their results individually.Groups of 2-4 will likely work best.

Distribute: Hand out the activity guide, one copy for each student. For now they can be face down so that the word searchisn't visible.

Activity (75 min)

Solving Problems Word SearchWord Search

Once students are in pairs ask them to flip over theiractivity guides and begin the first challenge. They'll befinding the 8 words in a 20 by 20 grid of letters.

Circulate: Walk around the room observing howstudents are addressing the problem. Make sure thatgroups are not sharing locations of words. Encouragethem to think about how making a plan might help themaddress this task.

Once all groups have finished, bring the class backtogether. Have students flip to the last page of theactivity guide where there is a table to record theirexperiences with the problem. They will record what parts of solving this problem fall within each step of the problemsolving process.

Discuss: Briefly discuss with students what parts of the activity they felt fell into each step of the problem solvingprocess. Some possible points to make after students share are below.

Define: This problem was already very well defined. Not all problems will be, though.Prepare: Developing a plan with a team (such as divvying up the words, splitting the grid into separate sections thateach member searches in, or just being methodical about looking for words) makes this problem much easier to solvethan random searching.Try: Patience and persistence is important to see your plan throughReflect: If your early plans are not working you can regroup and choose a new plan

Birthday GuestsBirthday Guests

Teaching Tip

Integrating the Problem Solving Process: Thisproblem is particularly challenging if you don't Define theproblem well. If you take it at face value, your job is torandomly guess and check where to put individual peopleuntil you find a solution. It is much easier if you define theproblem as place groups of friends instead. Make groupsof 2 or 3 you know need to be together and then figureout which groups can't be at the same table.

This isn't the only approach to the problem, and youshouldn't rush to introduce it as such. Rather, encouragestudents to discuss with one another what they knowneeds to be true at the end and whether differentapproaches might help.

Draw Pictures: Students will likely do better if they drawpictures. You may wish for students to use a journal orscratch paper as a place to brainstorm ideas.

Extending the Problem: If one group finishes farbefore others you could give them a blank sheet of paperand ask them to solve the problem again but with a newcondition of your choosing (e.g. pick two people sitting atthe same table in their solution and ask whether they cansolve the problem now that those two people are also in afight.)

Teaching Tip

Integrating the Problem Solving Process: Thisproblem is intentionally very open-ended and in fact hasstudents develop the criteria they'll use to measuresuccess. This problem does the best job of highlighting all4 steps of the process and walks students moreintentionally through the Define, Prepare, Try, and Reflectstages.

Practice with the Tool: The tool provided can beconfusing to use if students haven't used it before. It isnot the focus of the lesson but you will likely need a fewminutes to get used to using it yourself if you want to beable to help students with it. Make sure you arecomfortable generating directions both to and from theschool.

When to Stop: This problem could easily take a 50minute class period. Let students know ahead of time thatthere are time limits on what they're doing and encouragethem to think how they would improve their route usingthe problem solving process if they had more time toiterate.

Move the class on to the birthday guests problem. Groups may still work together on their solutions but shouldn't sharewith other groups.

Circulate: As before, circulate around the room noting the types of strategies that groups are using. Remind them to usethe steps of the problem solving process to help them ifthey're getting stuck.

Once groups have finished solving the problem ask them to move to the last page of the activity guide to record how theyused the problem solving process to solve this problem.

Discuss: Briefly discuss with students what parts of theactivity they felt fell into each step of the problem solvingprocess. Some possible points to make after studentsshare are below.

Define: The problem seems to be a problem ofseating individuals. If you instead think of it as aproblem of seating groups of people who would like tobe together there are many fewer possible solutionsto consider.Prepare: Ask students to share what types ofstrategies they considered before just starting toassign people to seats.Try: As before, patience and persistence is importantto see your plan throughReflect: If early strategies are not working groupsmay have regrouped and tried a more structuredapproach

Plan a TripPlan a Trip

Students will need to work online for this problem touse Google Maps - Website or some other tool thatwill allow them to plan a trip.

Demonstrate: Move the class on to the Plan a Tripproblem. Each member of the group will individually bedeveloping a plan for a trip that follows criteria they'lldevelop as a team. Before sending groups off you'll wantto demonstrate how the tool they're using will work. Agood set of steps to show them might be.

Find your school on the map.Search for something familiar to students close to theschool.Generate directions from the school to the otherlocation, choosing the method of travel(walking/bus/car/etc.)Highlight where the tool shows the total time of thetrip

Prompt: Give students time to choose the goals they'lluse to plan their trip. For example there may be certainkinds of activities they'd like to do, places they definitely want to include, people they want to visit, etc.

Circulate: Once groups have goals, they will move through the activity by developing a plan to visit the places in oneschool day. Give them a time limit on this part of this process, e.g. 15 minutes, to make sure they focus on the keyelements on their plan rather than perfecting it. They should record key information about their plan in their activityguides.

DiscussionGoal

Goal: Students have practiced using the problem solvingprocess on a number of different problems. Help themsynthesize the notes they have been keeping to betterunderstand the role of each step and the value of theproblem solving process in general. A sample set ofconclusions is below but you should allow students toshare your own insights before offering your own.

Define: without defining a problem you might solve thewrong problem, not know where to start, or not know whenyou're finished

Prepare: Even well-defined problems usually have manypossible approaches. Make each try more likely tosucceed by first examining your options and anticipatingchallenges

Try: Without trying you'll never get anywhere. It'simportant to be persistent and patient so long as your planstill may work

Reflect: You'll likely not solve the problem the first time orthere will be a better way to solve it. Learn from your pastattempts and get ready to start the process again.

The Problem Solving Process: While you may noticeyou're using it even for small and trivial problems, thisprocess is incredibly useful for large, complex, poorly-defined, or open-ended problems. It helps you makeprogress when the way forward may not always be clear.

Bring groups back together and have them share their initial plans. On the activity guides they can record the feedbacktheir classmates give them on their plans.

Once groups have discussed what they like or don't like about their classmates' proposed plans, they can re-examinethem and make improvements. Are there other things they'd like to do? Do they have new goals? Give them severalminutes to make improvements to their plans before deciding on a final version.

Bring the class back together and have them record the different steps of the problem solving process that they used intheir activity guides.

Discuss: Briefly discuss with students what parts of the activity they felt fell into each step of the problem solvingprocess. Some possible points to make after students share are below.

Define: This problem was not well-defined. They needed to decide for themselves what a "good" itinerary looked like,and this definition could have even shifted throughout the process.Prepare: Narrowing down a list of possible destinations is helpful. You may also choose to make the point that thisentire activity is an example of preparation. You can't go on every possible trip and then pick the best one, so youneed to do the kind of planning they're doing here.Try: As before, patience and persistence is important to see your plan throughReflect: In this problem reflection came primarily through feedback from peers. Some destinations might not end upbeing that interesting to other group members. Some trips are fun but require too much driving. Feedback is animportant part of the reflect step, especially in group work.

Wrap Up (20 min)

Understanding the ProblemSolving ProcessPrompt: You just solved a number of very differentproblems. With your tables review the notes you took oneach of the problems. Be ready to report out on thefollowing questions

For each step in the problem solving process, what istheir purpose? Why are they included?Are there any kinds of problems that the problemsolving process is particularly helpful at solving?

Discuss: After tables have discussed their responses forseveral minutes invite the whole class to share theirrationale for including each step in the process. Onceeach step has been discussed, move on to the secondquestion. This question may have many responses andyou should allow students to share their thoughts andexperiences. If it doesn't arise naturally as you leave theconversation offer some or all of the ideas mentioned inthe discussion goals.

Prompt: The problem solving process is particularlyhelpful when we encounter poorly-defined problems. Wesaw today that without a well-defined problem the rest ofthe problem solving process is difficult to follow. What aresome questions or strategies we can use to help usbetter understand and define problems before we try tosolve them.

DiscussionGoal

Goal: As a final closing to the lesson, highlight the factthat defining a problem well often makes the rest of theprocess much easier. This brainstorm should result in aposter of questions or other kind of shared list that you canpoint to throughout the year to help students better defineproblems.

Connections: On the final project of the unit students willbe asked to use some of these questions to better define aproblem of their choosing. In particular they will be askedto consider:

Who in particular the problem affects. What specificallydo they need? In what kind of situations?Why the problem exists? (And why does that problemexist?) Keep asking to get to the heart of the problem.How could I be able to tell the problem had beensolved? What could I observe or measure?

You can add these questions to the poster at the end ofthe conversation if they do not naturally arise.

Discuss: Have groups share quickly before taking suggestions from the class as a whole and recording them on a poster.Ensure that the three strategies indicated in thediscussion goal also make their way onto the poster.

Remarks

Excellent work everyone. We now understand a great deal about the problem solving process. This is going to be anincredibly useful tool that we'll use repeatedly throughout the year as we dig deeper into understanding the world ofcomputer science.

Standards AlignmentCSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming

If you are interested in licensing Code.org materials for commercial purposes, contact us.

UNIT

1Ch. 1 1 2 3 Ch. 2 4 5 6 7 8

Lesson 4: What is a Computer?Unplugged

OverviewIn this lesson students develop a preliminary definition of a computer.To begin the lesson, the class will brainstorm possible definitions for acomputer and place the results of this brainstorm on the board. Next,students will work in groups to sort pictures into “is a computer” or “isnot a computer” on poster paper. Groups will place their postersaround the room and briefly explain their motivations for choosingsome of their most difficult categorizations. The teacher will thenintroduce a definition of the computer and allow students to revisetheir posters according to the new definition.

PurposeThis lesson serves as a transition out of the first chapter of Unit 1 andinto the second chapter. Up until now, students have considered thepotential of computers as problem solving devices, but not establishedwhat a computer actually is. In this lesson, students will considerdifferent types of computers and that these computers input, store,process, and output information as part of the problem solvingprocess. Upcoming lessons will dive much deeper into what aninformation problem looks like and how computers solve theseproblems.

Assessment Opportunities1. Identify a computer as a machine that processes

information

In the last discussion of the main activity, check students'reasoning about whether a device is a computer. Make sure thatthey are mentioning that it processes information or solvesinformation (or thinking) problems.

2. Provide a high level description of the different parts ofthe Input - Output - Store - Process model of a computer

In the wrap-up journal prompt, check that each student'sdescriptions of the different parts of the IOSP model accuratelydescribe the input, output, storage, and processing in regards tothe problem. Don't worry if they are not specific in the processingaspect. Later lessons in the unit will go over processing in moredetail.

AgendaWarm Up (5 mins)

View on Code Studio

ObjectivesStudents will be able to:

Identify a computer as a machine thatprocesses informationProvide a high level description of thedifferent parts of the Input - Output - Store -Process model of a computer

PreparationFor each group

Print out copies of the activity guide. Notethere are two sets of pictures, but each grouponly needs a single set.

Scissors (if you will not have time to cut thepictures prior to class)

Poster paperMarkers or colored pencilsGlue or tape to attach pictures

LinksHeads Up! Please make a copy of anydocuments you plan to share with students.

For the Teacher

What is a Computer - ExemplarWhat Makes a Computer, a Computer? -VideoWhat is a Computer? - Graphic

For the Students

What is a Computer (Version B) - ActivityGuide

What is a Computer (Version A) - ActivityGuide

Make a Copy

Make a Copy

What Problems Do Computers Help You Solve?

Activity (40 mins)

Computer or Not?Present Your Categorizations

Wrap Up (5 mins)

Journal

DiscussionGoal

Goal: This warm up makes the transition from thinkingabout problem solving in a generic sense to thinking abouthow computers help solve certain kinds of problems. Whilethe lesson will eventually reveal that computers areparticularly useful at solving information problems, youdon't need to make that point during this brainstorm.

Teaching Tip

Modifications from the Forum: Many teachers haveshared ideas for modifying this lesson on the forum (link).Head there to check out ways teachers have reducedprintables, integrated technology, or otherwise adaptedthis activity to fit the needs of their class. If you dosomething new, share your ideas too!

Teaching Tip

Tape First: Students will have an opportunity to updatetheir categorizations later in the lesson. For now theyshould just tape their objects to their poster or even justplace them on the correct side.

Teaching GuideWarm Up (5 mins)

What Problems Do Computers Help You Solve?Prompt: In the modern day we use computers almost constantly. What kinds of problems do computers help you solve?How do they help you do this?

Discuss: Run this conversation as a brainstorm,recording ideas on the board. Note and call outsimilarities you're seeing in the kinds of problemsstudents identified.

Remarks

Computers are clearly an important part of our lives andhelp us solve all kinds of problems. I want to think moreabout the kinds of problems computers help us solve,but first I want to ask an important question. What is acomputer?

Activity (40 mins)

Computer or Not?Group: Place students in groups of 3 or 4

Distribute: Activity Guide as well as scissors, markers /colored pencils, poster paper, and glue / tape for makingposters. (Note that there are two possible versions of theactivity guide. Choose the best for your class, or givedifferent groups different versions.)

Give students the following directions:

Draw a line down the middle of your poster, label oneside "Computer" and the other "Not a Computer"Discuss as a group which of the objects in your set (from the activity guide) belong in each categoryOnce your group is in agreement tape your objects to the appropriate sideDevelop a list of characteristics your groups used to determine whether an object is a computer

Circulate: Circle the room as students work tocategorize the different images on the activity guide.Encourage groups to talk openly about their ideas andexplain why they do or don't think an object should becategorized as a computer. For groups that can’t decideon a categorization, ask members to defend their pointsof view, and take a majority vote. Assure groups that it isok if one or two people disagree.

At the end of the time bring the class back together and ask them to place their posters at the front of the room.

Present Your CategorizationsShare: Have each group briefly present their posters, focusing their discussion on the following points

1. What rules or definition did you use to categorize your objects?

Teaching Tip

Comparing Categorizations: There are two differentsets of objects in the activity guide. The first page of eachset is identical while the second pages are different. Thiswill mean all students will see some objects that theycategorized already and some that are new. Use this tohelp drive conversation.

Assessment Opportunity

Rather than looking at how particular items arecategorized, check students' reasoning about whether adevice is a computer. Make sure that they are mentioningthat it processes information or solves information (orthinking) problems.

It may be impossible to tell from the picture alone whetheror not an item is a computer. Reassure the class that evenexperts often disagree about what exactly is or is not acomputer.

Teaching Tip

Identifying Information Problems: Students are stilldeveloping an understanding of what information is orwhat an information problem that a computer could helpsolve looks like. Have students share their ideas if you likebut frame the conversation as a first investigation of thisquestion since they'll return to it repeatedly for the rest ofthe unit.

Assessment Opportunity

Check that each student's descriptions of the differentparts of the IOSP model accurately describe the input,output, storage, and processing in regards to the problem.Don't worry if they are not specific in the processingaspect. Later lessons in the unit will go over processing inmore detail.

2. Which item was most difficult for you to categorize? How did you eventually make the decision of where to place it?

Invite the audience to respectfully question anycategorizations if they disagree with the presentinggroup's decisions.

Remarks

As you can see, it's not always clear whethersomething is a computer, and even experts sometimeshave different points of view. Let's have a look,however, at a definition that we'll use throughout this

Display: Show What Makes a Computer, aComputer? - Video. This video is also available tostudents on the Code.org website, including analternative link for schools where YouTube is blocked.The video presents a computer as a machine that helpswith certain kinds of thinking work by processinginformation. It formally introduces a model of a computeras a machine that inputs, outputs, stores, and processesinformation.

Allow students to revise their posters using the definitionthey have just learned.

Discuss: Did any groups change their minds about whether something was a computer? What about the definitionconvinced you?

Wrap Up (5 mins)

JournalPrompt: Today you've had a chance to look at adefinition of a computer that focuses on how thecomputer solves problems. We've also seen manydifferent types of computers. In your journal, think of aproblem that a computer can help you to solve.

What is the problem?What information is input to the computer?What information does the computer store?What information does the computer process?What information does the computer output?

Standards AlignmentCSTA K-12 Computer Science Standards (2017)

CS - Computing Systems

If you are interested in licensing Code.org materials for commercial purposes, contact us.

UNIT

1Ch. 1 1 2 3 Ch. 2 4 5 6 7 8

Lesson 5: Input and OutputOverviewIn this lesson students consider a number of computing devices todetermine what types of inputs and outputs they use. Groups areassigned to a computing device and based on a teacher-provideddefinition of input and output, list the inputs and outputs of theirdevice. Earlier in the activity students are prompted to focus on moreobvious physical inputs and outputs (e.g. a keyboard as an input or ascreen as an output) but later discussions lead students to considerless obvious examples (e.g. that a touch screen is both an input andoutput, or the fact that the Internet can serve as both input andoutput). Throughout the lesson the teacher records inputs and outputsthat are identified on a T-Chart at the front of the room. To concludethe lesson students examine common activities they do on acomputing device and select the inputs and outputs used for thatactivity from the chart.

PurposeIn the previous lesson students were introduced to the input, output,store, and process model of a computer. Since this model of acomputer is still fairly abstract, this lesson grounds it in the ways acomputer actually input and output information.

Assessment Opportunities1. Identify the inputs and outputs of common computing

devices

On the activity guide, check that each has appropriate inputs andoutputs listed. Also, look to see that different devices have differentanswers listed, such at at least some answers are specific to theparticular device in that row.

2. Select the inputs and outputs used to perform commoncomputing tasks

In the wrap up discussion, make sure that students come up withmultiple examples of tasks that involve input and output, and thatthey are coming up with multiple types of inputs and outputsspecific to the task at hand. You might also collect individualanswers to this question as an exit ticket.

AgendaWarm Up (5 mins)

Computer "Stuff" is Information

Activity (30 mins)

View on Code Studio

ObjectivesStudents will be able to:

Identify the inputs and outputs of commoncomputing devicesSelect the inputs and outputs used to performcommon computing tasks

PreparationPrepare copies of the activity guide

LinksHeads Up! Please make a copy of anydocuments you plan to share with students.

For the Teacher

Input and Output - Exemplar

For the Students

Input and Output - Version D - ActivityGuide

Input and Output - Version C - ActivityGuide

Input and Output - Version B - ActivityGuide

Input and Output - Version A - ActivityGuide

VocabularyInput - A device or component that allowsinformation to be given to a computerOutput - Any device or component thatreceives information from a computer

Make a Copy

Make a Copy

Make a Copy

Make a Copy

Brainstorming Inputs and Outputs

Wrap Up (15 mins)

What Inputs and Outputs Do I Use?

DiscussionGoal

Goal: In today's lesson students will be talking about howto get "stuff" in and out of a computer. This discussion justaims to replace the word "stuff" with a more useful long-term vocabulary word of "information". It's fine if what thatword means is still a little fuzzy at the end of theconversation.

Possible Responses: Photos, documents, videos, music,apps, games, spreadsheets, websites, etc. If need be youcan jumpstart conversation by naming one or two of theseand seeing if that helps students think about otherexamples.

Content Corner

Possible Responses Desktop: The following is apossible list of responses.

Inputs: Keyboard, mouse, other buttons, camera,microphone

Outputs: Screen, Speakers, Printer

Teaching Tip

Give them Physical Examples: This activity guideincludes small photos of each category of device butstudents can and should look at actual computers if they'reon hand. Depending on your classroom rules you mightsay this is one of the only days they should have theirphones out in class!

Teaching GuideWarm Up (5 mins)

Computer "Stuff" is InformationPrompt: In the last lesson we learned that a computer isa device that "processes information". That phrase is stilla little vague, so let's see if we can clarify it a bit. Whatkinds of "stuff" do you use, look at, create, or edit on acomputer that you think might actually be information?

Discuss: Students should brainstorm silently, then sharein pairs, then discuss their ideas with the whole class.This conversation should be pretty open-ended.

Remarks

Great work, and I'm sure we could think of moreexamples if we tried. All the examples you just providedare the "information" that we use computers to process.Today we're going to look at an important question ofhow this information gets in and out of the computer in the first place.

Activity (30 mins)

Brainstorming Inputs andOutputsGroup: Place students in small groups of 2 or 3.

Distribute: Copies of the activity guide to each group.Four versions of the activity guide are available, eachwith a different device in the final row of the chart. Youmay choose to give every group the same version of theactivity guide, or give different versions to differentgroups.

Display: At the front of the room place a large poster or project a document where you will record all the inputs and outputsstudents brainstorm in this activity.

Input and Output Activity GuideInput and Output Activity Guide

Vocabulary: As a class review the two vocabulary words found on the top of the activity guide, input, and output.

Inputs and Outputs - Desktop: Have studentscomplete the first row of the activity guide by listing all ofthe possible inputs and outputs to a desktop. Encouragestudents to think about the actual computer, as well asdevices that they connect to one.

Discuss: Have students share the results of theirbrainstorm. As they share them record their answers onthe poster at the front of the room.

Inputs and Outputs - Tablet: Have studentscomplete the second row of the activity guide by listing all of the possible inputs and outputs to a laptop.

Content Corner

Possible Responses Tablet: The following is a list ofpossible responses

Inputs: Touch screen, Buttons, Microphone, GPS,Motion sensor (e.g. to rotate the screen), Light sensor(e.g. to make screen dimmer at night), Camera,Internet connection

Outputs: Touch screen, Speakers, Headphones,Internet connection, etc.

Teaching Tip

There are a lot more inputs and outputs on a smartphonethan you students might think of right away. If yourstudents struggle here, consider asking them thefollowing prompts:

How does the phone know it has to shut down when itis too hot?How does the phone know where it is?How does the phone know to switch from playingmusic through the speakers to playing music throughthe headphones?How does the phone know to turn off the screen whenyou put the phone up to your ear?How does Apple know that you got the phone wet?

Assessment Opportunity

Use this wrap up activity to assess how well students haveunderstood the role of input and output in some commonactivities on a computer. For example:

Typing on a Keyboard (Input) Makes Letters Appear ona Screen (Output)Moving a Mouse or Touch Screen (Input) ChangesWhat Appears on the Screen (Output)Pressing play on a touchscreen (Input) Makes a SongPlay through the Speakers (Output)

If you need, give students this or other examples toprompt more examples

Discuss: Have students share the results of their brainstorm. As they share them record their answers on the poster atthe front of the room. In particular call attention to the fact that a screen can serve many roles as both the input and outputof a tablet. Some less obvious inputs may require you toprovide examples to students.

For example, if a tablet shows you where you are on amap then it must somehow know where you are. In otherwords there must be some kind of input (a GPS system)that provides that information.

Similarly if a tablet knows when it's been rotated thenthere must be some kind of input device that is detectinghow a tablet is positioned.

Inputs and Outputs - Third device, (e.g.Smartphone): Have students complete the final row ofthe activity guide by listing all of the inputs and outputsfor the device on their respective activity guides.

Discuss: Have students share the results of theirbrainstorm. As they share them record their answers onthe poster at the front of the room. In particular callattention to the fact different devices need differentinputs and outputs to better serve their particularpurposes.

Wrap Up (15 mins)

What Inputs and Outputs Do IUse?Prompt: Brainstorm three everyday activities you orpeople you know do with a computer.

What is the input used for that activity?

What is the output?

Circulate: Have students brainstorm with their groupsand record their ideas on their activity guides. Pointstudents towards the list of inputs and outputs you'velisted on the board.

Discuss: As a class discuss the examples studentsbrainstorm.

Standards AlignmentCSTA K-12 Computer Science Standards (2017)

CS - Computing Systems

If you are interested in licensing Code.org materials for commercial purposes, contact us.

UNIT

1Ch. 1 1 2 3 Ch. 2 4 5 6 7 8

Lesson 6: ProcessingUnplugged

OverviewStudents complete two unplugged card sorting activities to explore themeaning of processing and its relationship to problem-solving. Thefirst activity has few constraints and is used to introduce a high-leveldefinition of processing. The next introduces more constraints thatforce students to develop an algorithm that will always successfullyprocess the cards. Students iteratively develop, test, and share theiralgorithms with classmates. A wrap-up discussion has students reflecton the different types of problem-solving they used in these activitiesand the value of producing an algorithm to solve a problem.

PurposeThis lesson serves multiple roles. It is another opportunity forstudents to collaboratively problem-solve. The main activity is achallenging problem that emphasizes the importance of testingsolutions on multiple inputs, breaking down large problems, anditerative improvement. In sharing their solutions students see thatthere are many equally valid solutions to the same problem. Theseare features students will see in many of the problems they willencounter through the course.

This lesson also introduces the concepts of processing andalgorithms. The definitions of processing and algorithms presented inthis lesson are intentionally high-level. Students should understandthat processing is whatever a computer does to turn inputs to outputs,and that using a computer to process information requires developingan algorithm that reliably does so. The goal of this lesson is NOT forstudents to understand and compare different classic sortingalgorithms, or even necessarily to formalize their own.

Assessment Opportunities1. Define processing as the work done (possibly by a

computer) to turn an input into an output

In the warm up, students should identify the actual card sorting asthe processing in the activity.

2. Define an algorithm as the series of commands acomputer uses to process information

In the last discussion question, ensure that students identifyalgorithms as necessary for computers to solve informationproblems, or to process information.

View on Code Studio

ObjectivesStudents will be able to:

Define processing as the work done (possiblyby a computer) to turn an input into an outputDefine an algorithm as the series ofcommands a computer uses to processinformationDevelop and iteratively improve an algorithmfor processing information based on givenconstraints

PreparationPrepare one deck of cards for every 8

students, removing face cards. Pairs willneed roughly 8 cards each.

Alternately, print and cut out the numbercards. Pairs will need roughly 8 cards each.

Prepare one copy of the activity guide foreach student

LinksHeads Up! Please make a copy of anydocuments you plan to share with students.

For the Teacher

Card Sorting - ExemplarNumber Cards

For the Students

Card Sorting - Activity Guide

VocabularyAlgorithm - A precise sequence ofinstructions for processes that can beexecuted by a computer

Make a Copy

Make a Copy

3. Develop and iteratively improve an algorithm forprocessing information based on given constraints

On the second page of the worksheet, check that students haveimproved their algorithms for sorting the cards in the box labeled"iterate".

AgendaWarm Up (10 min)

Sorting Cards

Activity (30 mins)

Card Sorting Algorithms

Wrap Up (10 min)

Solving Problems with Computers

Teaching Tip

How Many Decks?: This lesson can be completed withone deck of cards for every 8 students. If you don't haveaccess to decks of cards you may run the activity usingthe Number Cards instead. It is fine if groups haveduplicate cards.

Exclude Face Cards: Many students have noexperience using playing cards. There's no need to useface cards in this activity, and even knowing the suits isnot important. Feel free to pull out the face cards andemphasize that all that matters are the numbers.

Before and After: This image shows what cards shouldlook like before and after the sort.

Assessment Opportunity

Goal: Try to highlight the following points as yousynthesize comments from the room.

The input is the unsorted deck. The output is the sorteddeck. The processing is the actual sorting process thatturns the input into the output.Students may say any number of things here. It’s betterto take a “no wrong answers” approach unless studentsoffer ideas that truly contradict things they’ve alreadyseen in the class.

Teaching GuideWarm Up (10 min)

Sorting Cards Remarks

So far we've explored what inputs and outputs mean inthe context of a computer. Today we're going to lookmore closely at processing by doing a couple ofunplugged activities.

Group: Place students into pairs.

Distribute: Give each pair roughly 10 cards. Place thecards in a stack face down between pairs. Ask studentsnot to touch the cards until you say so.

Announce the rules of the challenge:

No talking during the challengeThe goal is to get the cards in a line, face up, innumber orderWhen you are done, a team member should say"Done!" and the teacher will give the team a time

Once the class understands the activity and is ready,begin the challenge. You might choose to project a stopwatch if you like for comparison. Once groups have finished givethem another opportunity to improve their times.

Prompt: Ask students to silently journal about thefollowing prompts:

What are the input, output, and processing in thisactivity?How is your approach to solving this problem differentfrom how a computer might have to approach it?

Discuss: Give students an opportunity to talk at theirtables about the prompts. Once they are ready to shareask a couple of groups to share their responses to eachquestion.

Remarks

There are many ways your solutions might be different from how a computer would solve this problem. In general,however, the biggest difference is that computers need to be programmed with a plan without knowing the exact cardsthat they are going to get. In the next activity we're going to look at how a computer might solve this same problem.

Activity (30 mins)

Card Sorting Algorithms Activity Guide - Sorting CardsActivity Guide - Sorting Cards

Distribute: Give each student a copy of the activity guide to each student (or pair of students).

Review Instructions: Have students read the activity instructions, then review as a class.

Teaching Tip

Speed is Less Important: In the warm up activity thetiming can help with motivation. In this activity the focus ismuch more on more deliberate problem solving. So longas their solutions work, considerations of speed orefficiency aren't important for the goals of this lesson.

Start with Fewer Cards: Encourage the class to startwith just three or four cards before trying to test theiralgorithms on eight or more.

Teaching Tip

Model the Rules: You will likely need to model the rulesof the activity. For unplugged activities like this one,misconceptions can easily arise. Leave time early in theactivity for questions to avoid students spending time onthe wrong problem.

DiscussionGoal

Goal: The first discussion helps contextualize this lessonas another problem-solving activity and provides anopportunity to review the importance of each step. Focusdiscussion on the "Why" part of the question.

Assessment Opportunity

The second discussion should highlight that while figuringout an algorithm is usually more time-consuming, it meansyou could then give the instructions to a computer to dothat task for you. For example, with an algorithm acomputer could sort a million cards, or a million piles ofcards, faster than humans and without getting bored. It is adifferent type of problem-solving that emphasizeseventually automating the solution, and algorithms arenecessary for a computer to solve problems.

Teaching Tip

What's Success Look Like?: To achieve the learningobjectives of this lesson, students don't necessarily needto develop an method that works for eight cards, or evenone that always works. If students have an method that isworking for fewer cards or only works sometimes, theystill will have grappled with the different type of problem-solving required in this activity and will be able toparticipate in the debrief discussion.

Circulate: Walk around the room and listen to the types of ideas students are discussing. Encourage students to practiceusing the Tips section on the activity guide. Reinforce the idea that they should have a strategy that works for everyarrangement of the cards, not just the ones that theyhave out currently. Ensure pairs are switching betweenSorter and Pointer roles.

Share and Test: After several minutes have groupsshare the approaches they are using. The aim here isto give students a chance to hear how others areapproaching the problem. Ask students to actually walkthrough their methods with the other group. The activityguide provides some possible test-cases that studentscould consider.

Iterate: Based on what they observed from othergroups, ask groups to update, revise, or improve theirown method. They should be aiming to createalgorithms that work for greater numbers of cards(ideally any number of cards) and that work regardlessof the original organization of the cards.

Circulate: Have students return to the challenge,encouraging them to move to eight cards if they haven'talready. Once teams have an method they think works,have them write or draw a description of it on the activityguide in the space provided.

Processing Uses Algorithms: Read this sectiontogether as a class, calling out the new vocabulary wordalgorithm.

Wrap Up (10 min)

Solving Problems withComputersPrompt: Either as a discussion or silent journal askstudents to consider the following prompt, also found ontheir activity guides.

What step of the problem-solving process did you thinkwas most important in this activity? Why?

Why would someone create an algorithm if theyalready know how to solve a problem by hand?

Discuss: Have students share their responses with apartner and then share as a whole class.

Remarks

Computers help us solve problems by processinginputs to make outputs. As we saw in the secondactivity today, that can often mean more work up frontto develop very specific steps a computer could use toprocess the information. It can be tricky and require lotsof our problem-solving skills to do this. The benefit,however, is that once you have the problem solved once you can make a computer solve that problem for you every timeafter that.

Standards AlignmentCSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming

CS - Computing Systems

If you are interested in licensing Code.org materials for commercial purposes, contact us.

UNIT

1Ch. 1 1 2 3 Ch. 2 4 5 6 7 8

Lesson 7: Apps and StorageUnplugged

OverviewThis lesson reviews the input, output, storage, and processingaspects of a computer in a context that is relevant and familiar tostudents: apps. In pairs, students evaluate smartphone applicationsto analyze the specific problems that they were designed to solve, theinputs that they need to work, and the processing that turns thoseinputs into the desired output, and what information they would wantto store for later. The class concludes with a discussion that connectsthe lesson to apps students are more familiar with.

PurposeIn Chapter 1 of this unit, students learned the problem solvingprocess. In Chapter 2, students learned how computers solveproblems. At this point, students know that computers are informationprocessing machines that can do four things with information: input,output, store, and process. In this final lesson before the unit project,students look at types of input that may be needed to solve aparticular problem and describe the processing and storage that acomputer would do to produce the desired output. This shouldprepare them to eventually design their own app to address a problemand explain how that app would work.

Assessment Opportunities1. Describe how information can be processed to solve a

particular problem.

On pages 2 and 4 of the activity guide, students explain how toprocess information to solve a problem. Check to see that theiranswers are reasonable. Note that the answers in the exemplarmay not be the only correct solution to the problem.

2. Identify a possible source of a given input.

The middle columns of the charts in the activity guide ask studentsto find a source for various inputs. Check that the answers arereasonable given the type of information, using the exemplar forguidance.

3. Determine what information should be stored on a devicefor later.

The last prompt in the main activity asks students to think of datathat should or should not be stored on a smartphone. Promptstudents to defend their reasoning about what types of data should

View on Code Studio

ObjectivesStudents will be able to:

Describe how information can be processedto solve a particular problem.Identify a possible source of a given input.Determine what information should be storedon a device for later.

PreparationPrint a copy of the activity guide for each

student

LinksHeads Up! Please make a copy of anydocuments you plan to share with students.

For the Teacher

App Exploration - ExemplarApp Exploration - Sample App -Presentation

For the Students

App Exploration - Activity Guide

Make a Copy

be stored on a phone, making sure that they are choosinginformation that will not change frequently and that the program islikely to need later.

AgendaWarm Up (5 min)

Solving Problems with Computers

Activity (40 min)

App Exploration

Wrap Up (10 min)

Sharing Findings

Extension Activities

App Store Exploration

DiscussionGoal

Students should understand that there are different typesof input to a computer, which may be appropriate fordifferent types of programs. They also may see that someinformation (English-Spanish dictionary) can either bestored on the computer itself, or accessed over theInternet as input. Students should be able to identify thecamera image (Spanish text) as input, the translation asprocessing, and the display screen image (English text) asoutput.

DiscussionGoal

Goal: Allow students to share different ideas for the app.They may note that the output of this app is a commandto the phone (to turn the ringer on or off), and does notactually provide any information directly to the user. Thisis different from most of the other information problemsthat they have seen.

Teaching Tip

Activity Key: Use the key in the Links section above fora better idea of how students should complete the activity.

Teaching GuideWarm Up (5 min)

Solving Problems with ComputersReview: Quickly review the input, storage, processing,and output model of a computer

Display: Display the photo of the translation app in AppExploration - Sample App - Presentation, or use anapp that you think would be relevant to students.

Prompt: What problem does this piece of softwareaddress? What role do input, output, storage, andprocessing play in this app?

Allow students to reflect individually before sharing insmall groups.

Remarks

Our sample app used inputs from the camera to solve a common problem. Smartphones have lots of different ways to getinput, and we'll be looking at several of them in the next activity.

Prompt: What other types of input can a smartphone use?

Write the student responses on the board. It's not necessary that students produce every possible type of input, but makesure that they understand that input can come from the Internet (such as a list of restaurants in the area), from direct userinput (such as pressing a button or filling in a form), and from phone sensors (such as the GPS or gyroscope).

Activity (40 min)

App Exploration Remarks

Today you’ll be working in groups to figure out how a computer (in this case, a smartphone) uses information to solveproblems. You’ll be acting as the software in processing the information you get from the inputs, and determining theoutput that you want to store and to communicate to the user, just as the translation software processed the Spanish textand displayed the English text as output to the user.

Group: Put students in groups of 2-3

Distribute: the activity guide.

Review the instructions for the Ring Silencer Challengeas a class.

Prompt: Most of the problem has been defined for us,but we still need to think about what types of output theapp will have.

Allow students to discuss with their partners, then sharetheir ideas with the group.

Circulate: Support students as they work in pairsthrough the first challenge, including the improvedversion of the app. If students finish a challenge early,encourage them to think of other improvements they

DiscussionGoal

Goal: Students should note that the original app neededthe location of the user and the location of schools. It canthen check whether the user is at a school. The improvedapp also needs to check for noise level and whether ornot the phone is moving.

DiscussionGoal

As students compare answers, they should note that thereare many different ways to solve these problems, and thatwhile the success criteria for the first two challenges werevery clear, the last two challenges were more open ended.Students should realize that there may be more than oneappropriate output for the apps.

Assessment Opportunity

Encourage students to talk about why some informationis stored on the phone and some is not, rather than toidentify particular pieces of information that should orshould not be stored. For example, information thatchanges frequently (such as the location of the user)should not be stored. Storing information that stays thesame for long periods of time (such as favorite movie)can make it more convenient for the user, who doesn'thave to enter the same information over and over.Information that is available over the Internet (such ascinema locations) might be stored to save data, or so thatthe app will work even when the phone is offline.

could make to the app.

Discuss: What did this app need to know, and what wasthe output to the user? What about the improved app?Were there any changes to the input you needed? Whatneeded to change about the program?

Circulate: Allow students to work on Challenge 2,supporting them as they complete both the initialchallenge and the improved app.

Share: For the last challenge, what inputs did youidentify? What sort of processing did you need to do onthe information to determine the output? What extrainputs did you need for the improved version?

Prompt: For these two challenges, you’ve used inputs,outputs, and processing, but you also had theopportunity to store information. Is there any informationthat you think your phone should store? Why? Whattypes of information are generally stored on asmartphone?

Share: Allow students to share out their responses, andwrite them on the board.

Wrap Up (10 min)

Sharing FindingsDiscuss: Students share their answers to the questions,and compare the differences between them.

Remarks

Most of the apps that we rely on in everyday life, onesthat give us directions or recommend restaurants in thearea, fairly open ended. That means that there aremany different outputs that could be considered correct,and many different ways that the apps could use theinputs they have available to them.

Prompt: Now, take a few minutes to think of an app that you think is useful, then imagine a way that it could be improved.Share your thoughts with your elbow partner, and work together to think of what extra input you might need to make thoseimprovements work.

Remarks

You'll have a chance to try out some of your ideas as we look to our unit project in which you will create a prototype of anapp.

Extension Activities

App Store ExplorationHave students visit an app store like Google Play or Apple’s App Store. Instruct them to find a non-gaming app and conductthe same analysis as in the activity guide (problem it solves, information it needs, output it provides to the user).

Standards Alignment

Standards AlignmentCSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming

IC - Impacts of Computing

If you are interested in licensing Code.org materials for commercial purposes, contact us.

UNIT

1Ch. 1 1 2 3 Ch. 2 4 5 6 7 8

Lesson 8: Project - Propose an AppUnplugged | Project

OverviewTo conclude their study of the problem solving process and theinput/output/store/process model of a computer, students will proposean app designed to solve a real world problem. This project will becompleted across multiple days and will result in students creating aposter highlighting the features of their app that they will present totheir classmates. A project guide provides step by step instructions forstudents and helps them organize their thoughts. The project isdesigned to be completed in pairs though it can be completedindividually.

PurposeThis project combines the two major themes of Unit 1, problemsolving, and the input-output-store-process model of a computer. Thisproject ties both themes to a broader goal of identifying real worldproblems and finding ways to use technology to help solve them.Students collaborate in the creation of their app and also take part in astructured peer review process that they will see many more timesthroughout the course. This project should be a fun and creativeexperience as well, and gives students a chance to tie the field ofcomputer science to their own interests and ambitions.

Assessment OpportunitiesUse the project rubric attached to this lesson to assess studentmastery of learning goals of this unit. You may also choose to assignthe post-project test through code studio.

AgendaWarm Up (10 min)

Introduce the Project

Activity (150 min)

Project Guide

Wrap Up

Presenting Apps

Extended Learning

Shark Tank

Post-Project Test

View on Code Studio

ObjectivesStudents will be able to:

Identify and define a problem that could besolved using computingDesign an app that inputs, outputs, stores,and processes information in order to solve aproblemProvide and incorporate targeted peerfeedback to improve a computing artifact

PreparationPrint a copy of Apps and Problem

Solving - Project Guide for each pair ofstudents

Poster paper, pens, markers and othersupplies for making posters

LinksHeads Up! Please make a copy of anydocuments you plan to share with students.

For the Teacher

Apps and Problem Solving - Project GuideExemplarApps and Problem Solving - SampleMarked Rubrics

For the Students

Apps and Problem Solving - Project Guide

Apps and Problem Solving - Rubric

Apps and Problem Solving - Peer Review

Computer Science Practices - Reflection

Make a Copy

Make a Copy

Make a Copy

Make a Copy

Teaching Tip

Helping the Brainstorm: Listen carefully to studentconversations. Identify students who are stuck, and thereason why they are stuck. Are they thinking too big?Help those students to think about problems asannoyances or inconveniences, or an opportunity toimprove your quality of life to a small or big degree.

DiscussionGoal

How Much to Help: At this point students have had alot of practice defining problems. They also have a peerreview process shortly after this step. Encourage them tobe as detailed as possible but avoid giving specific advicefor how to define their problem.

Teaching Tip

Creating Groups: Ideally this project is done in pairs. Ifneed be, groups of 3 will work. You should decidebeforehand whether you will assign or allow students topick their partners.

Teaching GuideWarm Up (10 min)

Introduce the ProjectSay: This whole unit we’ve been learning about the problem solving process and how computers process information tohelp solve problems. In the previous lesson you learned how apps help solve problems by taking inputs and processingthem to create useful outputs. Today we're going to start a project where you and a partner will design an app to solve aproblem of your choosing.

Distribute: Apps and Problem Solving - Project Guide , one copy for each student, as well as Apps and ProblemSolving - Rubric. As a class review the information provided on the first sheet of the project guide which explains theproject, lists the steps, and shows what students will need to produce. Then provide a brief overview of each of the moredetailed steps.

Activity (150 min)

Project GuideStep 1: Choose a Partner : Place students in pairs orgroups of three.

Step 2: Brainstorm Problems: Prompt groups tospend several minutes silently brainstorming problemsand recording them on their project guides. Circulatethe room and remind them that at this point theyshouldn't be thinking about an app they want to build oreven whether it's possible to solve this problem with anapp. Make sure they're beginning with the problemrather than the solution.

Step 3: Choose Your Problem : The project guideprovides several criteria students can use to assesswhich of their problems they'd like to address. Askstudents to look forward to Step 4 if they need moreguidance on how they'll need to define or scope theirproblems. Give students a few minutes to discuss with their group and choose the problem they'd like to

Step 4: Define Your Problem : For this step studentswill need to appropriately scope their problem bydefining who their audience is, what specifically is theproblem, and how they will know they have fixed it.

Step 5: Your App : Once students have scoped theirproblem ask them to discuss an app that could be usedto help solve their problem. To begin they'll just need toprovide a high level description of the app that describeshow a user would use it and what it does.

Step 6: Input, Output, Store, Process: In this stepstudents design the way their app will actually work toprocess data.

Teaching Tip

What Kind of App?: This project is supposed to resultin a simple app, along the lines of those seen in theprevious lesson. Even large problems or parts of largeproblems can be addressed by collecting and processinginformation appropriately.

View on Code Studio

First students will draw and then describe the outputs of their apps. On the left side they can make a rough sketch of whattheir app would look like. This does not need to be a final draft and is just there to help them brainstorm ideas andcommunicate to another group how their app would look.On the right side they have space to label what eachindividual piece of information on the screen.

Using the outputs that students selected as a guide,students should pick the inputs they'll need to createthem. Only 6 spaces are provided though students couldopt to choose more. This is somewhat intentional to help students scope the functionality of their app.

Students will describe the way their app processes data using as a model the way they would process it themselves. Thegoal here is primarily just to ensure students have selected inputs that could be processed to produce the outputs. Forexample, if they're finding a list of friends with birthday this month then both a computer and human would need to know alist of friends' birthdays and the current month.

Lastly students are asked to decide what information, if any, it makes sense to store long term.

Distribute: Apps and Problem Solving - Peer Review , one copy to each pair of students

Step 7: Peer Review : Each group should trade their project guides with another. They should fill out the first line of thepeer review which asks what specific part of their project they'd like feedback on. Afterwards there are a number ofdirected questions as well as a chance to provide more open-ended feedback on the idea.

Students should be given their project guides back as well as their peer feedback. On the back there are questions wherethey can indicate what changes or improvements to their projects they intend to make on their apps based on thefeedback.

Step 8: Finalize App and Make Poster : Students should incorporate the ideas of their peers in finalizing their appidea. They should then make a poster presenting their app following the guidance provided on the activity guide.

Wrap Up

Presenting AppsShare: Decide if and how students will share their posters with one another. If students will be doing more formalpresentations then use the guidelines provided in Step 9 of the project guide to structure the presentations.

Collect: At the end of presentation collect the completed project guides, peer feedback forms, and posters from eachgroup.

Reflect: Students reflect on the following question in their journals:

What are you most proud of in your project?

Send students to Code Studio to complete their reflection on their attitudes toward computer science. Although theiranswers are anonymous, the aggregated data will be available to you once at least five students have completed thesurvey.

Code Studio levelsLevels 2

Student Instructions

Extended Learning

Shark TankRun a mock “Shark Tank” as the backdrop for this unit project. Some things to consider:

Is the culture of your class one where this competition can remain at a healthy level?Invite faculty / staff, local residents, or other professionals to hear the Phase 2 presentations and decide on a first,second, third place idea.Invite local business people / other professionals to share during Day 1 or Day 2 so students can see how computerscience relates to jobs in their community.

Post-Project Test

The post-project test is found at the bottom of the Problem Solving and Computing unit overview page on Code Studio(studio.code.org/s/csd1-2019).

This test is locked and hidden from student view by default. In order for students to see and take this test, you'll need tounlock it by clicking the "Lock Settings" button and following the instructions that appear.

Standards AlignmentCSTA K-12 Computer Science Standards (2017)

AP - Algorithms & Programming

CS - Computing Systems

If you are interested in licensing Code.org materials for commercial purposes, contact us.